Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Loddon Mallee - Greater Bendigo
Reference: 1503487
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Attendance is 5 days a week from 8:45am until the end of the school day.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities may include:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Eaglehawk North Primary School currently has a student population of 268 students, with upwards of a third attracting Equity Funding. Eaglehawk North's Student Family Occupation Index is 0.54 and the Student Family Occupation and Education Index is 0.4718.
The student population is divided into three teaching and learning teams across the school and includes a Foundation- Grade two team, divided into two Foundation classrooms and three 1/2 classrooms, a Year 3-4 team of three classrooms and a Year 5-6 team of four classrooms.
Specialist subjects in Visual Art, Auslan, Music and Physical Education have been offered to all students in 2025. School facilities offer a library and computer lab and canteen. The school employs a part time learning tutor and speech therapist. We have a supportive Education Support Staff team with a mixture of full time and part time staff, who work in a variety of capacities including office staff, integration aides, library support, speech intervention and welfare. We have an out of hours program run by the YMCA.
Our recent review provided us with key directions for our new Strategic Plan, with focuses in leadership and developing a whole school culture in core learning areas and wellbeing. This included a shared understanding and delivery of Literacy and Numeracy instructional models, student voice and agency, consistent understanding and use of data through organised professional learning communities and effective communication of goals and school programs to the community.
Leadership of learning and clarity is important for the effectiveness of whole school culture. As a school we need to build the instructional leadership capabilities of staff to ensure role clarity and purpose for leaders. Further professional development around our instructional model through coaching and feedback, learning walks and further unpacking of the PLC matrix and model will build staff capabilities to collaboratively use data to inform explicit and differentiated teaching, goal setting, curriculum planning and teacher practice.